Check In/Check Out
 

Students must be willing to participate in this intervention. 

This intervention is ideal for students who engage in problem behaviors throughout the day, not at a specific time.

CICO is ideal for students who seek out adult attention.  

Teachers and staff need to have a system in place to identify students that would be optimal for this intervention. This could include incorporating CICO in Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS) meetings. 

An adult needs to be identified who can always be available at the beginning and end of the day periods, and who is a trusted adult for the student. 

Students need to be fully informed on the nature of the check-ins and check-outs including where, when, and with whom they will be meeting. Introduce the student to the adult and allow rapport to be established if this has not been done previously.

Have a plan for unexpected circumstances, for example, if there is a two hour delay you will be meeting at these times instead.

Daily progress reports (DPRs) need to be made with the individual student in mind. The DPRs should be divided into morning and afternoon checks. For example the morning check could include mood rating scales, a checklist of items that the student needs to be prepared for class, and/or expectation review for the day. The afternoon could include a check for appropriate materials going home, mood rating scales, and/or a review of the day and positive/corrective feedback.  

 DPRs need to be filled out daily and data stored and tracked for progress monitoring. Progress should be shared with parents and teachers, and modified where needed. Reporting periods need to be established prior to intervention implementation.   

 Data should be shared with the student and discussed with positive and constructive feedback to give opportunities for self-reflection, celebration of progress, and establishing individualized goals. 

Reward systems can be incorporated into the CICO system. For example, if the student comes with all of their materials for the whole week, a reward can be given. 

Cost: This intervention can be implemented with little to no cost! DBRs can be made by the teacher. If rewards are incorporated, these can be free such as game-time or if rewards with a monetary value are given, this cost will need to be considered.